5. The first prong aims to immerse the
child in literature and develop a deep and
lasting love for reading.
Finding a good interesting story/poem is
the first step in this prong.
Genuine love for reading
6. The story/poem should be suitable to the
age, interests, and vocabulary level of the
children.
The message of the story should be very
clear to the teacher.
Genuine love for reading
7. His/her understanding of the material
will be the basis of an appropriate
objective which will guide the
development of the lesson.
The words, phrase, places and
important details of the story which may
hinder the children’s
understanding of the selection should
be identified.
Genuine love for reading
8. Methods of clearing these obstructions
should be planned.
Unlocking of difficulties may be made
through a variety of ways such as
demonstration, concrete objects,
drawings and other forms of
representation, verbal/context clues
and games.
Genuine love for reading
9. To develop a love for reading the child
must also have a need desire to read
or listen. The teacher must look for an
incident in the story/poem which is
familiar to the child.
From this, a question for motivation may
be asked so the children may freely share personal
experiences and feelings about it.
Genuine love for reading
10. Linking these expressed thoughts and
feelings to the story through a
similarly phrased question is resolved
differently or not. Thus the children
have a motive for listening to the
story.
Only after this enthusiasm is kindled,
should the story be read to the children.
Genuine love for reading
11. The manner of the story or poetry
reading should sustain this interest.
The reading of the story/poem should
equal the artistry of the author.
Genuine love for reading
13. After story/poetry reading, the
children are asked to answer the
motive question.
A discussion then unfolds the events
and the beauty of the
selection. This discussion should
succeed in imparting the message
of the story.
Critical thinking
14. The children arrive at this on their
own pace of realization guided by
the questions of the teacher. The
children are trained to reflect on
the story.
They soon become accustomed to
critical thinking, the second prong.
Critical thinking
15. Creative exercises may follows to
elevate the reading/listening activity
to a more aesthetic level when they
can interpret the story/poem purely
on their own.
Through this method of sharing
literature, vocabulary is developed,
attention span is lengthened, listening
comprehension is honed and critical
thinking, applied daily becomes a habit.
Critical thinking
16. 3. Mastery of the
structures of the
(Filipino/English)
Language
17. Mastery of the structures of the
(Filipino/English) Language
Through this method of sharing
literature, vocabulary is developed,
attention span is lengthened,
listening comprehension is honed
and critical thinking, applied daily
becomes a habit.
18. Mastery of the structures of the
(Filipino/English) Language
Literature is an excellent source of
examples of good language.
The children will catch this
language and use it on their
conversations in and out of
school.
19. Mastery of the structures of the
(Filipino/English) Language
The story/poem gives the children a
common experience which they can
talk about.
Capitalizing on this shared knowledge
and individual security to teach specific
language structure will eliminate the
burden of listening and speaking about
unrelated topics.
20. Mastery of the structures of the
(Filipino/English) Language
Using of the content of the story, the
children will be able to practice
newly learned language structures.
22. Transfer Stage
In the course of time, children who
have become used to listening to
stories will want to read on their
own.
Opening a book and pretending to read
are just some of the symptoms that tell
that a child is ready for beginning
reading instruction, or the transfer
stage.
23. Transfer Stage
This prong is also panned and
implemented as systematically as
the three prongs.
This is the prong where reading
readiness activities are given to the
pupils.
24. Transfer Stage
Fuller approach is used as a guide
for sequence of teaching the
phonemes.
In Filipino, the marungho approach
provides the structure.
25. The End
“ I am able to do all things in Him
who empowers me.”
- Philippians 4:13
